behzad rasoolzadeh

The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on the psychological capital of bullied students.

The research design was quasi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research includes all male students of the first secondary school in Rasht city in the academic year 2022-2023. After implementing the bullying questionnaire, 30 students were selected as the bully group and they were randomly placed in two experimental and control groups (15 people in each group). In order to collect data, the psychological capital questionnaire (Luthans, 2007) was used. The experimental group underwent acceptance and commitment therapy for 8 sessions of 90 minutes, and the control group did not receive any training.

The results showed that acceptance and commitment therapy led to a significant increase in psychological capital and its components (P<0.001).

Based on this, acceptance and commitment therapy can be considered as an effective intervention in increasing the psychological capital of bullied students through the promotion of psychological flexibility.

The main objective of this study measured the effect of variables related to student achievement in TIMSS in Iran. The method of the present research was a meta-analysis type. The use of internal and external databases to find and report-research gathering all the action. Sample case studies included 13 studies from 2011 to 2023 across Iran. Data from the 13 studies using fixed effects model meta-analysis of the effect of Pearson's correlation coefficient was used. Statistical analyzes were performed using the second edition comprehensive meta-analysis software. Results showed that the overall effect size for the fixed effects model 0/605 to 0/597 against both random effects are significant at 0/001.The mean effect size for this study (0/605) can be moderate to large effect size of student achievement in TIMSS test interpretation. The quality of teaching teachers, gender, motivation, educational activities at school, school curricula, self-concept, socioeconomic status, the relationship between parents and schools, attitudes, teach thinking skills, school climate, school and family history with the success of students TIMSS there is a significant effect size.

The present study was conducted to investigate the effect of mindfulness-based cognitive therapy on treatment motivation and self-criticism in substance-dependent individuals.

This research was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of the study included substance-dependent individuals referring to the Medium-Term Residential Recovery Center in the city of Astara in the first quarter of 2020. Among them, 20 people were selected by convenience sampling method and were randomly assigned to experimental (n = 10) and control (n = 10) groups. The research measurement instruments were the stages of change readiness and treatment eagerness scale and the levels of self-criticism scale. To analyze the data, the descriptive statistics and multivariate analysis of covariance were used.

Based on the results obtained from the differences between the experimental and control groups in pre-test and post-test, the effectiveness of mindfulness-based cognitive therapy on treatment motivation and self-criticism in substance-dependent individuals was confirmed. In other words, the results showed that mindfulness-based cognitive therapy increased treatment motivation and decreased self-criticism in the experimental group.

According to the results of the study, it is recommended to professionals active in the field of addiction treatment to use the protocol of mindfulness-based cognition therapy as a psychological adjunctive therapy to increase treatment motivation and also to reduce self-criticism in substance-dependent individuals.